Information literacy instruction : theory and practice / Esther S. Grassian and Joan R. Kaplowitz.

Format:

Book

Author/Creator:

Grassian, Esther S.

Contributor:

Kaplowitz, Joan R.

John G. Hartman Memorial Library Fund.

Series:

Information literacy sourcebooks

Language:

English

Subjects (All):

Information literacy--Study and teaching.

Information literacy.

Information retrieval--Study and teaching.

Information retrieval.

Physical Description:

xxxi, 468 pages : illustrations ; 23 cm + 1 computer optical disc (4 3/4 in.)

Place of Publication:

New York : Neal-Schuman, [2001]

System Details:

text file

Contents:

Part I. Information Literacy Instruction Background

Chapter 1. Information Literacy Instruction: What Is It? 3

A Rose By Any Other Name

Or Is It? What Is Information Literacy? 3

What's In a Name? 4

What Are Some Typical Definitions of IL? 5

How Do We Teach It? 6

A Working Definition of IL 8

Is IL a New Concept? 8

Mechanics versus Concepts 9

Final Remarks: IL, Relevance and Partnerships 10

Chapter 2. History of Information Literacy Instruction 13

Libraries and Librarians: Where Do They Fit? 13

Roots of Instruction and Information Literacy in Libraries 14

Development of Modern Library Instruction Movements 16

Bibliographic Instruction 16

Relationship to Reference 18

On Beyond Farber and Dudley 19

Information Literacy 20

Information Competency and Information Fluency 21

History and Role of Library Instruction Organizations, Publications, and Other Support Groups 25

Regional Instruction Organizations 25

ALAACRL Bibliographic Instruction Section (BIS)/Instruction Section (IS) and ALA Library Instruction Roundtable (LIRT) 26

Library Orientation and Exchange (LOEX) 27

International Federation of Library Associations (IFLA) 27

BI-L 27

ACRL Institute for Information Literacy (IIL) 28

ALA Information Literacy Community Partnerships Initiative 29

What Role Should Librarians Take Now and In the Future? 29

Part II. Information Literacy Instruction Building Blocks

Chapter 3. A Brief Introduction to Learning Theory 33

Why Psychology? 33

What

How

Who? 34

Schools of Psychology 35

Behaviorism, or the Stimulus-Response Approach to Learning 35

Cognitive Psychology 41

Humanist Psychology 50

Chapter 4. An Overview of Learning Styles 59

Who Are Our Learners? 59

A Sampling of Styles 60

Cognitive Styles 61

Affective Styles 64

Physiological Styles 66

Attempts at Categorizing the Styles 67

The Wholistic/Analytic; Verbal/Imagery Dimensions 67

Experiential Learning Model 68

Thinking Styles 70

Special Considerations 72

Measurement Issues 72

Career Choice and Academic Achievement 74

Gender Issues 74

Ethnicity/Cuture-Based Issues 75

The Adult Learner 77

So Many Styles

So Little Time 78

Matching Teaching and Learning Styles: Does It Matter? 79

Dealing With Learning Styles 80

Chapter 5. Library Anxiety, Mental Models, and Conceptual Frameworks 89

Library Anxiety: What and Why? 89

Relationship to Technophobia 91

What Can We Do To Alleviate Library Anxiety? 92

Mental Models and Conceptual Frameworks 94

Altering Mental Models 95

Using Analogies for Conceptual Frameworks 97

Components of Effective Analogical Reasoning 99

Examples of Analogies 100

Placement of Conceptual Frameworks 107

The Cumulative Effect on Learning 108

Chapter 6. Critical Thinking and Active Learning 111

Critical Thinking 111

What Should Librarians Teach? 112

The ILI Librarian's Job: To "Save the Time of the Reader" 114

Who Should Teach Critical Thinking? 115

Active Learning 116

What and Why? 116

When and Where? 117

To What Degree Should We Incorporate Active Learning Exercises? 119

Turn Your Teaching Into Learner-Centered Active Learning 120

In-Person, Synchronous Active Learning 122

Asynchronous Active Learning 123

Collaborative Learning 124

Learning Communities 125

Collaborative Learning Backlash 126

Online Learning and the Web 126

Part III. Planning & Developing Information Literacy Instruction

Chapter 7. ILI Program Planning 131

How Does Instruction Get Initiated? 131

The Preliminary Planning Process 132

Needs Assessment 132

Goals and Objectives 135

Taxonomies and Standards 143

Trimming the Fat in Your Presentations 146

Chapter 8. Selecting Modes of Instruction 149

At the Instructional Cafe 149

Which Form of Instruction for Which Situation? 150

Selecting From the Menu 153

Key Selection Factors 155

Audience/Learners (Type, Age Or Educational Level, Skill Levels, and Size) 155

Budget and Cost 159

Staffing: Planning, Preparation, and Delivery 161

Time Constraints: Preparation and Development 162

Time Constraints: Learning and Timing 162

Facilities (Space, Equipment, and Software) for Development 163

Facilities for Delivery 163

Paper versus. Electronic/Electric 163

Chapter 9. The Instructional Menu 169

ILI Modes and Materials 169

The Web as a Delivery Medium 170

Wayfinding Modes 171

Standalone and Supplementary Aids 176

Usage Guides and Practice Materials 185

Other Individual and Group Interactive Modes 189

Chapter 10. Basic Copyright and Design Issues 211

General Concerns 211

Copyright, Fair Use, and Intellectual Property 212

Fair Use and the U.S. Digital Millennium Copyright Act (DMCA) 212

Implications for ILI 213

Budget, Administrative, and Colleague Support 215

Administrative Approval 215

Software and Equipment for Design 215

Priorities 217

Categories Of Instructional Modes and Materials 219

General Design Principles 219

Audience 220

Instructional Needs (Purpose) 220

How Much Content to Include 221

Format 227

The Learner and User Input 228

Chapter 11. Designing Instructional Modes and Materials 233

Designing Print Materials 233

Structure 234

White Space, Graphics, and Layout 235

Typeface or Font 239

Color 240

Preparation Time Available 241

Designing Audio, Video, and Presentation Slide Shows 241

Audio 241

Video 242

Overhead Transparencies 243

Presentation Slide Shows 244

Computer-Based Instruction (CBI) 246

Computer-Assisted Instruction (CAI) 246

Websites and Pages 247

Web Page Design Principles 250

Web-Based Courses 254

Personalized Websites 257

Designing Mixed Offerings 259

Backup Plans and Process 260

Salvaging Outdated Handouts 261

Preparing for Non-Functioning Presentation Software 261

What To Do When the Web Server Is Down 261

Preparing for Unexpected Changes in Web Interface or Content 262

What To Do When the Network Connection Fails 262

Chapter 12. Assessing, Evaluating, and Revising ILI Programs 265

Why Assess? 265

The Assessment/Evaluation/Revision Cycle 267

Steps in the Assessment Process 268

Assessing ILI 269

Selecting a Methodology 271

Who Wants to Know? 271

What Type of Data Do You Need? 272

Practical Considerations 272

Assessment Parameters 273

Formative and SummativeAssessment 274

Reliability, Validity, and Usability 274

Norm-Referenced versus Criterion-Referenced Assessment 275

Control versus Relevance 275

Quantitative versus Qualitative Methods 276

Types of Assessment Tools 279

Objective Tests 281

Open-Ended Questions/Essays 281

Questionnaires/Surveys/Rating Scales 282

Interviews 283

Performance Assessment 284

Product Assessment 285

Classroom Assessment Techniques 285

Field Testing 286

Part IV. Delivering Information Literacy Instruction

Chapter 13. Teaching: Preparation, Performance, and Passion 291

What Makes a Good Teacher? 291

Preparation 292

Get Their Attention 292

Have a Big Finish 293

What Goes In-Between 294

Presentation as Performance 297

Stage Fright 298

Relaxation Techniques 298

Stage Presence 301

Teacher-Student Interaction 303

Classroom Management 307

Passion

Theirs and Ours 308

Playing To Our Strengths 309

Chapter 14. Designing ILI Programs for Diverse Populations 313

Reaching and Teaching Diverse Populations 313

Know Your Learners 313

Group versus Individual Characteristics 314

Socialization, Acculturation, and Culture Clash 315

Macro versus Microcultures 316

Characteristics and Variations 317

Context Factors 317

Social Interaction 319

Separate versus Connected Learning 320

Rewards and Punishments 321

Communication Styles 321

Immediacy Factors 322

Specific Group Issues 323

Adult Learners 323

Ethnicity and Learning Styles 324

Gender Issues 325

International Students 326

People with Disabilities 328

Socioeconomic Factors 329

Solutions 329

Chapter 15. Delivering ILI in Various Environments 337

IL as National Mandate 337

Libraries and National Goals 338

Goal One and the Public Library 338

Goal Three and the School Library 339

Goal Five and the Academic and Special Libraries 339

Unifying Themes 339

The Environments 340

What Are They? 340

What Do They Have in Common? 342

Special Characteristics and Considerations: Needs, Population, and Relation to Parent Organization 343

The Public Library 343

The School (K-12) Environment 348

The Academic Library 354

The Special Library 359

Public Libraries 363

School Libraries 363

Academic Libraries 363

Special Libraries 363

Chapter 16. Teaching Technology 365

The Nature of Technology 365

Technophobia and Empowering Users 366

What Kinds of Technology Should We Teach? 367

Tension: Teach What Is Available Through the Library or Teach What They Want to Know? 367

Assess the Technological Landscape and User Needs 368

Competencies 369

A Baseline Learning Approach 370

On Beyond the Baseline 370

Systematic Approaches to Designing Instruction in Technology Use 371

The Barclay Approach 371

A New Ten-Step Model 372

IL Librarians and Computer Trainers 385

Chapter 17. Using Technology to Teach 387

Give Us This Day Our Daily Technology? 387

Questions About Technology Use in Instruction 388

What Is It? 388

What Good Is It? 389

Advantages and Disadvantages of Technology Use in Instruction 390

Learning and Trying Out Technology for Instruction 393

Electronic Classrooms 396

Distance Learning 399

Library Involvement in Distance Learning 401

Principles for Success 402

Techniques 404

Using Technology to Prepare for Both Low-Tech and High-Tech Environments 406

How Much Technology Is Too Much? 407

Synchronicity and Asynchronicity, Redux 407

The Crux of Learning and Teaching 408

Part V. The Future of ILI

Chapter 18. Visions of the Future: Two Perspectives 413

Esther S. Grassian's Perspective 413

Joan R. Kaplowitz's Perspective 416.

Notes:

Includes bibliographical references (pages 423-452) and index.

Local Notes:

Acquired for the Penn Libraries with assistance from the John G. Hartman Memorial Library Fund.

ISBN:

1555704069

OCLC:

45575553